1. UNIT 1 Introduction to Paragraphs 1

2. What is a paragraph? A paragraph is a group of sentences that develop one, and only one, main idea; in other words, a paragraph develops a single topic. 2

3. A paragraph has three parts. Topic sentence is the first sentence in a paragraph that names the topic and tells what the paragraph will explain about the topic. Supporting sentences are the middle sentences in a paragraph. They give examples or other details about the topic. Concluding sentence is the last sentence in a paragraph. It repeats the topic sentence in different words or summarizes the main points. 3

4. A paragraph is like a cheeseburger sandwich: two pieces of bread (the top and concluding sentences) enclosing the filling (the supporting sentences). 4

5. The Topic Sentence A topic sentence has two parts: a main subject and a controlling idea. Main subject Controlling idea English The main subject part names the topic. The controlling idea part tells what the paragraph will say about the topic. The controlling idea should be clear and focused on a particular aspect. borrows words from other languages. 5

6. It is a good idea to place the topic sentence at or near the beginning of the paragraph. It is a good idea to state topic sentences clearly, not only to be certain that the idea is clear but also to help control the development of the paragraph. 6

7. A good topic sentence is usually the first sentence in the paragraph states the main idea of the paragraph is usually an opinion rather than a fact controls the rest of the paragraph tells the reader what to expect is not general but not too specific 7

8. The first part states the subject or (main subject). (My first year in the college... ) The second part expresses an attitude (controlling idea) or says something about the topic. (... was challenging.) Good topic sentences have two parts: 8

9. The controlling idea The controlling idea tells the reader: This paragraph will discuss these things- and only these things- about this topic. For example, in the topic sentence “Flight attendants have three important characteristics.” What will the paragraph say about flight attendants? The controlling idea tells us: They have three characteristics. The paragraph will not tell us about their uniforms, their training, or their duties. It will only discuss three characteristics that flight attendants have. 9

10. A "controlling" idea is an idea that makes a reader ask a question. Any time a topic sentence has a good "controlling" idea, the reader will have his or her curiosity raised. In effect, the reader will say (in the mind) questions such as How? or In what way? or What does that mean? 10

11. Examples of good "controlling" idea topic sentences: It is difficult to read English for someone who has used Farsi. (Why is it difficult? How is it difficult?) Yesterday, I had an unusual experience on the bus. (What experience did you have? Why was it unusual?) Example of a topic sentence with NO "controlling idea”: Last year, my wife and I went to visit Banff, Alberta. (A fact, but I have no questions to ask you; if you had said, "had fun in Banff," then I would have questions for you! 11

12. A controlling idea could express a definite opinion or attitude about the topic of the paragraph. A controlling idea could be a characteristic or special ability a person needs to be successful at a job. An opinion is a view somebody takes about an issue, especially when it is based on personal judgment. An attitude is an opinion or general feeling about something. A characteristic is a personal quality that is part of a person’s personality. Examples of characteristics are shyness, boldness, patience, honesty, and creativity. A characteristic is something that you are. 12

13. An ability is a physical or mental skill. For example, some jobs need people who are good at math, who are good public speakers, or who work well with their hands. An ability is something you can do. 13

14. The Most Common Types of Prewriting Techniques 14

15. 1. Brainstorming To brainstorm, start with a word or phrase and let the thoughts go whatever direction they will. For a set period of time, write a list of ideas as quickly as possible, putting down whatever comes to your mind without looking back or organization. Then look over what you have listed to see if any of the ideas are related and can be grouped. The groupings suggest a topic or area of support. Brainstorming can be used to focus on a particular topic or to develop more examples or ideas for you. A brainstorm is a sudden insight or connection. Brainstorming involves capturing all of the thoughts, ideas, and fragments in your head and writing them down on paper. 15

16. Supporting Sentences The middle sentences of a paragraph are the supporting sentences. They explain and prove the controlling idea. They describe, explain, clarify, or give examples of the topic sentence. They answer questions such as Who? What? When? Where? Why? and How? Each paragraph should have enough supporting details that are related to the topic and its controlling ideas and to make the main idea clear to the reader. 16

17. Supporting sentences 17

18. Supporting sentences provide the main supporting points for the paragraph's main idea (topic sentence) should be directly tied to the topic sentence usually 2 - 4 in a paragraph usually general claims arranged in logical order should be proven using concrete, specific evidence 18

19. Supporting details can be: Facts, statistics, and other empirical data Examples that illustrate an idea or opinion Personal experiences from your own life Expert opinions (online and print sources, interviews, surveys) Explanation 19

20. Sentence Fragments 20

21. A SENTENCE FRAGMENT fails to be a sentence in the sense that it cannot stand by itself. It does not contain even one independent clause. There are several reasons why a group of words may seem to act like a sentence but not really a complete thought. It may have most of the makings of a sentence but still be missing a verb or an important part of a verb string: Some of the students working in Professor Espinoza's laboratory last semester. Remember that an -ing verb form without an auxiliary form to accompany it can never be a verb 21

22. Here, for instance, we’re missing an auxiliary — were, in this case, probably — that would complete the verb string and the sentence. Some learners this problem by using flash cards. Here, for instance, we’re missing the verb — overcome, in this case, probably — that would complete the sentence. 22

23. Nouns and Noun Forms 23

24. Nouns name people, places, and things. Many nouns have both a singular and plural form count nouns: a restaurant → restaurants a pickle → pickles Some nouns, however, have only a singular form; you cannot add a number to the front or an s to the end of these words. This group of nouns is called noncount. After two months of rainstorms, Fred carries his umbrella everywhere in anticipation of more bad weather. 24

25. Rainstorms = count noun Weather = noncount noun. When Mrs. Russell postponed the date of the research paper, smiles lit up the faces of her students, filling the room with happiness. Smiles = count noun Happiness = noncount noun. 25

26. The Concluding Sentence: Paragraphs that stand alone, i.e. paragraphs that are not parts of long compositions, have a concluding sentence at the end. It concludes, or wraps up, a paragraph so that the reader is not left expecting more. Features of a Concluding Sentence: 1. It is usually the last sentence of a paragraph. 2. It lets the reader know that the paragraph has ended. 26

27. Topic sentence: People of all ages have fun at beaches. A concluding sentence reminds the reader of the main point by restating the topic sentence in different words. Examples: It lets the reader know that the paragraph has come to a logical conclusion by offering a suggestion, giving an opinion, or making a prediction. Topic sentence: Beaches are fun in summer and winter. Conclusion: - Indeed, a beach is a place to have fun all year. Conclusion: In my opinion, children, teenagers and grandparents can all have fun at a beach. 27

28. Transitions with concluding sentences Because of thisFor this reason As a resultFor these reasons SurelyIn brief CertainlyIn short Clearly Indeed, OverallTherefore To concludeThus In conclusion,To sum up, In the endTo summarize, Hence In summary, Note: do not introduce a new idea in your concluding sentence. 28